Alteraciones emocionales frecuentes en niños diagnosticados con dislexia de cuarto a séptimo grado: revisión bibliográfica de investigaciones realizadas en el Ecuador periodo 2015-2021

Abstract

In this degree work we proceeded to conduct a literature review of the research conducted in Ecuador on emotional disturbances in children with dyslexia from fourth to seventh year of basic education in the period 2015-2021, for this we used the system of document and content analysis, which allowed us to investigate the relationship between emotional disturbances and dyslexia, taking as a research guideline the descriptive and exploratory approach, In the research it was evident that among the documents analyzed there are different approaches such as: Psychological and educational, which generated a balance at the time of analysis and interpretation of the results. It was determined that the emotional alterations that are considered the most frequent in infants with dyslexia, are negative, thus producing discomforts such as: low self-esteem, depression and stress episodes, which are caused by the little knowledge that teachers have about dyslexia and the lack of support from families, so this hinders the learning process of the infant.